References Busch, T., & Reschly, A. (2007). Progress monitoring in reading. Assessment for Effective Intervention, 32(4), 223–230.
Buzhardt, J., Walker, D., Greenwood, C., & Heitzrnan-Powell, L. (2012). Using technology to support progress monitoring and data-based intervention decision making in early childhood: Is there an app for that? Focus on Exceptional Children, 44(8), 1–18.
Etscheidt, S. (2006). Progress monitoring: Legal issues and recommendations for IEP teams. Teaching Exceptional Children, 38(3), 56–60. Fuchs, L., Seethaler, P., Fuchs, D., & Hamlett, C. (2008). Using curriculum- based measurement to identify the 2% population. Part of the special section, alternative assessments based on modified academic achievement standards, 19(3), 153–161.
Fuchs, L., Fuchs, D., & Zumeta, R. (2008). A curricular-sampling approach to progress monitoring. Assessment for Effective Intervention, 33(4), 225– 233.
Klingner, J., & Edwards, P. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41(1), 108–117.
Luckner, J., & Bowen, S. (2010). Teachers’ use and perceptions of progress monitoring. American Annals of the Deaf, 155(4), 397–406.
Overton, T. (2012). Assessing learners with special needs: An applied approach. Upper Saddle River, NJ:Pearson. Roach, A., & Elliott, S. (2005). Goal attainment scaling: An efficient and effective approach to monitoring student progress. Teaching Exceptional Children, 37(4), 8–17.
Shinn, M. (2007). Identifying students at risk, monitoring performance, and determining eligibility within response to intervention: Research on educational need and benefit from academic intervention. School Psychology Review, 36(4), 601–617.
Busch, T., & Reschly, A. (2007). Progress monitoring in reading. Assessment
for Effective Intervention, 32(4), 223–230.
Buzhardt, J., Walker, D., Greenwood, C., & Heitzrnan-Powell, L. (2012).
Using technology to support progress monitoring and data-based
intervention decision making in early childhood: Is there an app for
that? Focus on Exceptional Children, 44(8), 1–18.
Etscheidt, S. (2006). Progress monitoring: Legal issues and recommendations
for IEP teams. Teaching Exceptional Children, 38(3), 56–60.
Fuchs, L., Seethaler, P., Fuchs, D., & Hamlett, C. (2008). Using curriculum-
based measurement to identify the 2% population. Part of the special
section, alternative assessments based on modified academic
achievement standards, 19(3), 153–161.
Fuchs, L., Fuchs, D., & Zumeta, R. (2008). A curricular-sampling approach to
progress monitoring. Assessment for Effective Intervention, 33(4), 225–
233.
Klingner, J., & Edwards, P. (2006). Cultural considerations with response to
intervention models. Reading Research Quarterly, 41(1), 108–117.
Luckner, J., & Bowen, S. (2010). Teachers’ use and perceptions of progress
monitoring. American Annals of the Deaf, 155(4), 397–406.
Overton, T. (2012). Assessing learners with special needs: An applied
approach. Upper Saddle River, NJ:Pearson.
Roach, A., & Elliott, S. (2005). Goal attainment scaling: An efficient and
effective approach to monitoring student progress. Teaching
Exceptional Children, 37(4), 8–17.
Shinn, M. (2007). Identifying students at risk, monitoring performance, and
determining eligibility within response to intervention: Research on
educational need and benefit from academic intervention. School
Psychology Review, 36(4), 601–617.